Słowa kluczowe
pandemia COVID-19
szkoła podstawowa
niemiecki
angielski
czytanie
pisanie
słownictwo
gramatyka
język mniejszościowy
Jak cytować
Abstrakt
This study examines the impact of the COVID-19 pandemic on language development within a bilingual programme with 50% instruction in the foreign language, English. It compares German and English test scores obtained by 184 students before, to those obtained by 71 students after the pandemic, controlling for cognitive ability and maternal education. English proficiency was measured in reading, writing, receptive vocabulary and receptive grammar. German proficiency was assessed through standardized tests for reading and spelling. While results indicated no significant differences in English reading, vocabulary, or grammar between pre- and post-pandemic groups, post-pandemic students performed worse in English writing. In German, the post-pandemic group scored significantly lower in reading, but not in spelling. Importantly, students’ language background did not influence the results. The bilingual programme demonstrated resilience in maintaining English proficiency, though challenges remained with preserving German reading skills. Possible reasons for these findings are discussed in the light of previous research.
Bibliografia
Bishop D.V.M. (2003), Test for reception of grammar (TROG-2). London: Pearson.
Chung S., Choi L. (2021), The development of sustainable assessment during the COVID-19 pandemic: The case of the English language programme in South Korea. “Sustainability”, 13(8), 4499. doi.org/10.3390/su13084499. DOI: https://doi.org/10.3390/su13084499
Cohen J. (1988), Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Council of Europe (2018), Common European Framework of Reference for Languages. Learning, teaching and assessment. Strasbourg: Language Policy Unit. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989.
Council of Europe (2023), Rethinking language education after the experience of COVID: Final report. https://www.ecml.at/Portals/1/documents/ECML-resources/Rethinking-language-education-after-the-experience-of-Covid-EN.pdf [Accessed 04.03.2025].
Depping D., Lücken M., Musekamp F., Thonke F. (2021), Kompetenzstände Hamburger Schüler* innen vor und während der Corona-Pandemie. (in:) Fickermann D., Edelstein B. (eds.), Schule während der Corona-Pandemie. Neue Ergebnisse und Überblick über ein dynamisches Forschungsfeld. Münster: Waxmann, pp. 51–79. DOI: https://doi.org/10.31244/9783830993315.03
De Witte K., François M. (2023), COVID-19 learning deficits in Europe: Analysis and practical recommendations. Luxembourg: EENEE Analytical Report. doi.org/10.2766/881143.
Draugalis J. R., Coons S. J., Plaza C. M. (2008), Best practices for survey research reports: A synopsis for authors and reviewers. “American Journal of Pharmaceutical Education”, 72(1). doi.org/10.5688/aj720111. DOI: https://doi.org/10.5688/aj720111
Dunn L. M., Dunn L. M., Whetton C., Burley J. (1997), The British picture vocabulary scale II. Windsor: NFER-Nelson.
Fickermann D., Edelstein B. (2021), Schule während der Corona-Pandemie. Neue Ergebnisse und Überblick über ein dynamisches Forschungsfeld. Münster: Waxmann. DOI: https://doi.org/10.31244/9783830993315
FMKS (Verein für frühe Mehrsprachigkeit in Kindertagesstätten und Schulen, 2014), Ranking: Bilinguale Kitas und Grundschulen im Bundesvergleich. https://www.fmks.eu/files/fmks/images/Links/fmks_Bilinguale%20Grundschulen%20Studie2014-komprimiert.pdf [Accessed 04.03.2025].
Friesch J. (in prep.), Rückenwind als Motor der Schulentwicklung? Auswirkungen des Programms auf Förderkonzepte an Schulen: Eine Interviewstudie mit Schulleitungen baden-württembergischer Schulen. Master Thesis: University of Tübingen.
Ghanbari N., Nowroozi S. (2021), The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers. “Language Testing in Asia”, 11(1). doi.org/10.1186/s40468-021-00143-4. DOI: https://doi.org/10.1186/s40468-021-00143-4
Gitschthaler M., Erling E., Stefan K., Schwab S. (2022), Teaching multilingual students during the COVID-19 Pandemic in Austria: Teachers’ perceptions of barriers to distance learning. “Frontiers in Psychology”, 13. doi.org/10.3389/fpsyg.2022.805530. DOI: https://doi.org/10.3389/fpsyg.2022.805530
Hartshorn K., McMurry B. (2020), The effects of the COVID-19 pandemic on ESL learners and TESOL practitioners in the United States. “International Journal of TESOL Studies”, 2(2), pp. 140–156. doi.org/10.46451/ijts.2020.09.11.
Henschel S., Heppt B., Rjosk C, Weirich S. (2022), Zuwanderungsbezogene Disparitäten. (in:) Stanat P., Schipolowski S., Schneider R., Sachse K., Weirich S., Henschel S. (eds.) (2022), IQB-Bildungstrend 2021. Sprachliche Kompetenzen am Ende der 4. Jahrgangsstufe im dritten Ländervergleich. Münster: Waxmann, pp. 181-219.
Henschel S., Heppt B., Weirich S. (2023), Zuwanderungsbezogene Disparitäten. (in:) Stanat P., Schipolowski S., Schneider R., Weirich S., Henschel S., Sachse K. (eds.), IQB-Bildungstrend 2022. Sprachliche Kompetenzen am Ende der 9. Jahrgangsstufe im dritten Ländervergleich. Münster: Waxmann, pp. 299–344.
Hopp H., Thoma D. (2020), Foreign language development during temporary school closures in the 2020 COVID-19 pandemic. “Frontiers in Education”, 5. doi.org/10.3389/feduc.2020.601017. DOI: https://doi.org/10.3389/feduc.2020.601017
Kałdonek-Crnjaković A. (2022), Impact of emergency remote teaching on young foreign language learners in Poland. “Electronic Journal of Foreign Language Teaching” [e-FLT], 19(2), pp. 177–190. doi.org/10.56040/kacr1925. DOI: https://doi.org/10.56040/kacr1925
Klimova B. (2021), An insight into online foreign language learning and teaching in the era of COVID-19 pandemic. “Procedia Computer Science”, 192, pp. 1787–1794. doi.org/10.1016/j.procs.2021.08.183. DOI: https://doi.org/10.1016/j.procs.2021.08.183
Krajka J. (2021), Teaching grammar and vocabulary in COVID-19 times: Approaches used in online teaching in Polish schools during a pandemic. “The JALT CALL Journal”, 17 (2), pp. 112–134. doi.org/10.29140/jaltcall.v17n2.379. DOI: https://doi.org/10.29140/jaltcall.v17n2.379
Lay T., Giblett K. (2020), Zoom, Padlet, Screencast + Co. – Fremdsprachen lehren und lernen in Zeiten der Corona-Krise. “Zeitschrift für Interkulturellen Fremdsprachenunterricht”, 25(2), pp. 553–565. https://zif.tujournals.ulb.tu-darmstadt.de/article/id/3315/.
Little D., Simpson B., Catibusic B. (2003), PSAK. Primary School Assessment Kit. Dublin: Integrate Ireland Language and Training.
Ludewig U., Kleinkorres R., Schaufelberger R., Schlitter T., Lorenz R., König C., McElvany N. (2022), COVID-19 pandemic and student reading achievement–findings from a school panel study. “Frontiers in Psychology”, 13. doi.org/10.3389/fpsyg.2022.876485. DOI: https://doi.org/10.3389/fpsyg.2022.876485
May P. (2010), Hamburger Schreibprobe. Stuttgart: Klett.
McElvany N., Lorenz R., Frey A., Goldhammer F., Schilcher A. & Stubbe T. (2023), Internationale Grundschul-Lese-Untersuchung (IGLU) 2021. Münster: Waxmann.
Ministerium Baden-Württemberg für Kultus, Jugend und Sport (2004, 2016), Bildungsplan der Grundschule. http://www.bildung-staerkt-menschen.de/service/downloads/Bildungsstandards/GS/GS_E_bs.pdf [Accessed 04.03.2025].
Mullis I., Davier M., Foy P., Fishbein B., Reynolds K., Wry E. (2022), PIRLS 2021: International results in reading. Boston College, TIMSS & PIRLS International Study Center. doi.org/10.6017/lse.tpisc.tr2103.kb5342. DOI: https://doi.org/10.6017/lse.tpisc.tr2103.kb5342
OECD (2023), PISA 2022 Results: The state of learning and equity in education. PISA, OECD Publishing. doi.org/10.1787/53f23881-en.
Psoinos D. I. (2021), Adapting approaches and methods to teaching English online. Cham: Springer International Publishing. doi.org/10.1007/978-3-030-79919-9. DOI: https://doi.org/10.1007/978-3-030-79919-9
Raven J. (1976), Standard Progressive Matrices. Third Edition. St. Antonio, TX: Harcourt.
Rogge M. (2022), Teaching English as a Foreign Language in the post-COVID era – Lessons from the pandemic for agile, autonomous and hybrid learning environments. “Anglistik: International Journal of English Studies”, 33(1), pp. 241–255. doi.org/10.33675/ANGL/2022/1/18. DOI: https://doi.org/10.33675/ANGL/2022/1/18
Schneider R., Enke F., Sachse K., Schipolowsky S. (2022), Lernbedingungen im Fern- und Wechselunterricht während der Coronavirus-Pandemie. (in:) Stanat P., Schipolowski S., Schneider R., Sachse K., Weirich S., Henschel S. (eds.), IQB-Bildungstrend 2021. Sprachliche Kompetenzen am Ende der 4. Jahrgangsstufe im dritten Ländervergleich. Münster: Waxmann, pp. 116–126.
Schult J., Mahler N., Fauth B., Lindner M. (2022), Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. “School Effectiveness and School Improvement”, 33(4), pp. 1–20. doi.org/10.1080/09243453.2022.2061014. DOI: https://doi.org/10.1080/09243453.2022.2061014
Stanat P., Schipolowski S., Schneider R., Sachse K., Weirich S., Henschel S. (eds.) (2022), IQB-Bildungstrend 2021. Sprachliche Kompetenzen am Ende der 4. Jahrgangsstufe im dritten Ländervergleich. Münster: Waxmann. DOI: https://doi.org/10.31244/9783830996064
Stanat P., Schipolowski S., Schneider R., Weirich S., Henschel S., Sachse K. (eds.) (2023), IQB-Bildungstrend 2022. Sprachliche Kompetenzen am Ende der 9. Jahrgangsstufe im dritten Ländervergleich. Münster: Waxmann. DOI: https://doi.org/10.31244/9783830997771
Steinlen A. (2017), The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school. “Studies in Second Language Learning and Teaching”, 7(3), pp. 419–442. doi.org/10.14746/ssllt.2017.7.3.4. DOI: https://doi.org/10.14746/ssllt.2017.7.3.4
Steinlen A. (2018), Grundschulen mit verschiedenen Englischprogrammen: Geschlecht und Migration auf dem Prüfstand. „Zeitschrift für Fremdsprachenforschung”, 29(1), pp. 3–26.
Steinlen A. (2021), English in elementary school. Research and implications on minority and majority language children’s reading and writing skills in regular and bilingual programs. Tübingen: Narr Francke.
Steinlen A., Piske T. (2022), Bilingual programmes in elementary schools. (in:) Summer T., Böttger H. (eds.), English in elementary education: Concepts, research, practice. Bamberg: University of Bamberg Press, pp. 69–90. doi.org/10.20378/irb-58792. DOI: https://doi.org/10.20378/irb-58792
Sweller J. (1994), Cognitive load theory, learning difficulty, and instructional design. “Learning and Instruction”, 4, pp. 293–312. doi.org/10.1016/0959-4752(94)90003-5. DOI: https://doi.org/10.1016/0959-4752(94)90003-5
van der Velde M., Sense F., Spijkers R., Meeter M., van Rijn H. (2021), Lockdown learning: Changes in online foreign-language study activity and performance of Dutch secondary school students during the COVID-19 pandemic. “Frontiers in Education”, 6. doi.org/10.3389/feduc.2021.712987. DOI: https://doi.org/10.3389/feduc.2021.712987
Weltgen J., Pfingsthorn J., Hegemann-Fonger H. (2022), Sprachlos?! – Entwicklungsmöglichkeiten kommunikativer Kompetenzen im digitalen Englischunterricht während der Corona-Pandemie. „QfI - Qualifizierung für Inklusion”, 5(2). doi.org/10.21248/QfI.109. DOI: https://doi.org/10.21248/qfi.109
Werker J., Royal Society of Canada (2021), Impact of COVID-19 on Language and Literacy in Canada. Royal Society of Canada. https://rsc-src.ca/sites/default/files/Literacy%20PB_EN_3.pdf [Accessed 04.03.2025].
Wright S. (2021), How has 2020 changed academic English teaching? https://www.cambridge.org/elt/blog/2021/02/19/hows-your-connection-academic-english-teachers-their-responses-change/ [Accessed 04.03.2025].
Zaunbauer A., Gebauer S., Möller J. (2012), Englischleistungen immersiv unterrichteter Schülerinnen und Schüler. „Unterrichtswissenschaft: Zeitschrift für Lernforschung“, 40(4), pp. 315–333. doi.org/10.1026/0049-8637.39.3.141.
Licencja
Prawa autorskie (c) 2025 Anja Steinlen, Thorsten Piske
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.
Przedstawiany utwór (artykuł) upubliczniany jest na podstawie umowy z autorem i na licencji Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Użytkownicy mają obowiązek podania wraz z rozpowszechnionym utworem, informacji o autorstwie, tytule, źródle (odnośniki do oryginalnego utworu, DOI) oraz samej licencji;
- bez tworzenia utworów zależnych,
- utwór musi być zachowany w oryginalnej postaci.
Uniwersytet im. Adama Mickiewicza w Poznaniu zachowuje prawo do czasopisma jako całości (układ, forma graficzna, tytuł, projekt okładki, logo itp.).